Quality Culture in the Romanian Higher Education

Barbulescu, Adina

doi:10.1016/j.sbspro.2015.04.445

Cited by 12 publications

(9 citation statements)

References 2 publications

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“…While prior research has highlighted barriers for the implementation of quality at the institutional level (Kohoutek et al 2013;Land and Rattray 2014), changes in organizational culture are increasingly recognized as one of the primary conditions for successful implementation of Total Quality Management (Hildebrandt et al 1991). In consequence, a number of studies have prioritized QC as a matter of internal institutional quality in HEIs and as a key for continuous improvement, sustainable competitive advantage, and excellence in the context of a knowledge-based society, mostly in European nations (Barbulescu 2015;Adina-Petruţa 2014;Greere and Riley 2014;Lanarès 2009) besides a few Sub-Saharan African (Ansah 2015;Ntim 2014) and Asian nations (Krouglov 2017;Quyen et al 2017;Jawad et al 2015). Even though it has indeed been recommended for organizations to pay more attention to the development of appropriate QC (Dellana and Hauser 1999) in their effort to the management of QA mechanisms, there seems to be a gap in the literature considering staff perceptions indispensable in developing a QC in HEIs, specifically in the context of Bangladesh.…”

Section: Higher Education In Bangladesh: An Overviewmentioning

confidence: 99%

Evolution of quality culture in an HEI: critical insights from university staff in Bangladesh

Rahnuma

2020

Educ Asse Eval Acc

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This paper evaluates experiences of quality culture as actualized by academic and administrative leaders in a nonprofit, private Bangladeshi university, ensuing the recent implementation of a state-stipulated national quality framework. Based on the data derived from ten interviews integrated with the Quality Assurance Framework document objectives, the purpose of this paper is to gain critical insight on what is working and what might need changing or developing in the future to support quality culture at higher education institutions. The article translates the key themes and elements of the evaluation process into a logic model to show the processes and structures through which the university can support the development of its internal quality culture. It offers a focused pathway for quality assurance activities, crucial in reinforcing and strengthening a culture of quality in Bangladeshi universities. As such, the paper seeks to make a contribution to Bangladesh's higher education by providing a broad, evaluative insight into the preparedness and receptivity of the institutions to integrate sustainability into their teaching and learning as guided by the new quality assurance framework, mindful of the imperatives for quality assurance and enhancement coming mainly from the Western perspective, hence placing its development in the regional, and then global, context.

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Section: Higher Education In Bangladesh: An Overviewmentioning

confidence: 99%

Evolution of quality culture in an HEI: critical insights from university staff in Bangladesh

Rahnuma

2020

Educ Asse Eval Acc

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“…Karami et al (2016) also show that customers' culture and values have an important effect on the perception and expectation of service quality. Barbulescu (2015) mentions that culture characterizes a population in terms of their shared attitudes, values and practices. Therefore, although culture and values may be assessed separately, in the analysis presented in this paper, they are treated as one variable.…”

Section: Service Quality and Culture/valuesmentioning

confidence: 99%

Stakeholder’s perception of service quality: a case in Qatar

Shurair

Pokharel

2019

QAE

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Purpose The purpose of this paper is to investigate and report students’ perception of service quality in a university by examining the perceptual context of service quality with respect to students’ loyalty behavior, image of the university and culture/values. Design/methodology/approach A research framework is developed for quality assessment with three hypotheses. A questionnaire with 65 instruments was used for gathering the required data for the analysis. The questionnaire was sent through email to all engineering students. The analysis included descriptive statistics, reliability analysis, gap analysis and hypotheses tests. Seven dimensions of service quality were identified: the original dimensions of the SERVQUAL, namely, reliability, responsiveness, assurance, empathy and tangibles. Two additional dimensions image and culture/value were added for the research to understand perceived service quality and loyalty. Findings The results provide a significant positive correlation between service quality and student's loyalty. It also shows that there is statistically significant relation between the image of the institution and the perceived service quality, and culture/values of the students in the institution and perceived service quality. Research limitations/implications This study used data collected from a survey in the university in a given period. Practical implications The findings indicate that to provide quality education, meeting students’ needs, wants and expectations of services quality should be carefully understood and addressed. Management also needs to consider factors such as corporate image and culture/value, as they have the ability to heavily impact the type of services provided by the institution. Originality/value The findings presented in this paper fill the gap in the current literature by providing empirical knowledge on the quality of service assessment and customer satisfaction in the higher education context. The study is the first of its kind in Qatar’s context and provides opportunities for higher institutions to focus more on current students’ services. This can lead to an increased brand value representing one of the premier institutes of higher education in the Middle East Gulf Region.

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“…Information regarding continuous improvement is available in Marshall (2010, p. 143-166) and Chipere (2017, p. 36-55). Studies by Vilcea (2014, p. 148-152) and Barbulescu (2015Barbulescu ( , p. 1923Barbulescu ( -1927 discuss the culture of quality, and Eryılmaz et al(2016, p. 60-69) and Bourke and Roper(2017, p. 1505-1518 discuss quality management.…”

Section: What Characteristics Enter the Definition Of Quality?mentioning

confidence: 99%

Quality in learning: what should contain the definition?

Vagarinho

2020

REDaPECI

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Today there are many definitions about quality in education, but few are specific to e-learning. Those it is broad, it is associated with different contexts, interests of some authors, incomplete and with lack of rigor As a result, research in this area is difficult when comparing studies to get conclusions, advance new researches or understand the definition in detail. In this context, we developed a qualitative research, collecting empirical data from a set of e-learning experts of 17 countries and complementing it with the bibliography. As a result, we have identified 4 key areas with 24 characteristics that should be included in a definition of quality for e-learning. They can be useful for universities, e-learning managers, quality agencies and other stakeholders who want to build a new definition, adjust existing ones or implement, improve and identify quality in e-learning.

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Quality Culture in the Romanian Higher Education

Cited by 12 publications

References 2 publications

Evolution of quality culture in an HEI: critical insights from university staff in Bangladesh

Evolution of quality culture in an HEI: critical insights from university staff in Bangladesh

Stakeholder’s perception of service quality: a case in Qatar

Quality in learning: what should contain the definition?

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